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JOLLT Journal of Languages and Language Teaching
Published by Universitas Pendidikan Mandalika
ISSN : 23380810     EISSN : 26211378     DOI : 10.33394
Core Subject : Education,
Languange, Linguistic, Communication & Media
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 30 Documents
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Search results for , issue "Vol 11, No 4 (2023)" : 30 Documents clear
The Use of ICT Tools in Learning English Autonomously Arcade Nduwimana; Clément Ndoricimpa
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8608

Abstract

Over the past 40 years, there has been an increasing interest in learner autonomy. The present study was undertaken to examine the extent to which Burundians living in two major cities of the country use ICT tools and resources to improve their English autonomously. In doing so, the study first investigated the situations in which they need to use English and their current level of English regarding the different aspects. Adopting a descriptive research design, the study used a convenience sample of 239 subjects who were invited to respond to a questionnaire survey and participate in a two-day training on how to use ICT to learn English autonomously. The collected data were analysed using SPSS version 22. The findings indicated that participants still not exploit to the fullest the benefits of ICT to learn English autonomously. Indeed, 84.9% of the participants do not know what a podcast is and 66.1% of them report that they have no language learning applications on their smartphones. Besides, more than 60% of the participants have not yet tried to learn English using internet.  Yet, they feel the need to use English in different situations reflecting a vast range of domains such as Medicine, Law, Economy, etc. Findings also showed that the majority of the participants have a weak or very weak level regarding the different language aspects. Given these findings, it can be concluded that there is a need to raise awareness of Burundians to use ICT tools to learn English by themselves.
Hedges and Boosters in Student Scientific Articles within the Framework of a Pragmatic Metadiscourse Mimas Ardhianti; Jimat Susilo; Asep Nurjamin; Eko Cahyo Prawoto
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.9018

Abstract

The ability of students to edit scientific papers is still low, especially in mastering the use of hedge (fencing devices) and boosters (strengthening devices). Hedges and boosters are forms of expression of the author's attitude towards propositional content through epistemic modalities. This study aims to describe hedges and boosters in student scientific articles within the framework of a pragmatic metadiscourse. A qualitative descriptive approach was used in this study. The data used is in the form of editing words, sentences, and paragraphs in scientific articles editing courses. The source of this research data is a scientific article by PGRI Adi Buana University Surabaya students in 2022. Data collection techniques use documentation techniques and recording techniques. Data analysis techniques to identify hedges and word lists of boosters using the AntConc application built by Lawrence Anthony. Data that has been obtained from the AntConc application found the frequency of hedges and boosters in scientific articles. The results of this study showed that the use of modal verb hedges in the first position was 214 frequencies, followed by 59 adverbs of hedges, and verb hedges were 3 frequencies, while the use of booster in the first position was 202 frequencies, followed by adverbs booster of 63 frequencies, and booster verbs of 6 frequencies. This study shows that students ability to tendency to (1) use epistemic modalities in modal verbs, (2) tend to use more capital verbs that mean certainty and possibility, and (3) tend to use adverbs to mean epistemic modalities.
Enhancing Writing Report Texts Using Padlet Website: The Perceptions Sukma Nur Ardini; Marlinda Marlinda
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8316

Abstract

There are several technology-based solutions available to help students with disabilities related to compose something. However, merely providing access to technology is insufficient. It is important to utilized technology because the impelentation of using technology have an impact on students’ outcomes. The aim of this study is to investigate the perceptions in utilizing Padlet as a learning medium in writing report texts. Descriptive qualitative method was employed using questionnaire and interview. They were distributed through 36 sample of grade X and one teacher. 78% of the participants had positive perceptions; 19% neutral and 3% negative. It assumed that most of the students found that using Padlet website provided a more engaging and interactive writing experience. It was also revealed that the students who gave feedback negative and neutral perceptions had another argument that there are more learning media instead of Padlet which can increase his writing skill. The teacher supported the findings and provide nine description on how she perceived Padlet as learning media. Overall, using Padlet as a collaborative writing approach has the potential to connect and develop students' writing skills. This study is useful for writing teachers since the benefits of Padlet can make the writing process more effective and engaging, which relates to 21st Century Teaching and Learning.
A Comparative Move Analysis of Low and High-Impact Social Science Scopus Journal Articles Written by Reputable Indonesian Authors Anggia Lyana Julieta; Eri Kurniawan; Arif Husen Lubis
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8738

Abstract

Producing research articles requires clearly, logically, rationally, and empirically substantiating complicated ideas. Regarding that, many professors struggle to have their articles published in highly regarded publications and require references; for instance, the rhetorical move pattern. Many studies have analyzed the rhetorical structure of articles, but few have investigated the rhetorical move of the research articles produced by lecturers by specifically comparing their publications in high-impact versus low-impact Scopus-indexed journals. Using a descriptive-comparative qualitative design, this study seeks to investigate the moves of low-impact and high-impact articles of the two social humanities lecturers of a state university in Indonesia. Eight articles were analyzed through the move framework proposed by Maswana (2015). The results revealed that the rhetorical moves from each section were organized with significant conformities and minor non-conformities.Especially, the authorsemphasized the goals, procedures, and outcomes of the publications in the abstract section. Furthermore, the writers provided references to the existing literature and the goal of the research to assist the reader in understanding the theory applied in the papers. On the other hand, deviations from the norm are displayed in the methodology section due to variations in how the study was conducted, particularly the data processing phase. The authors’ attention to conveying the research’s specific findings and their significance was in the findings and discussion section. The results of this study can be used as a reference for Indonesian researchers who are striving to publish papers in international journals toward a more visible and impactful publication.
Developing Problem-Based Inquiry Model in Indonesian Learning in General High Schools Erna Ikawati; Jusrin Pohan
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8978

Abstract

This research is motivated by the importance of collaboration between teachers and students in learning Indonesian. This collaboration is marked by cooperation in improving the quality of learning by designing inquiry-based Indonesian language learning model books. This model book is designed to be more attractive to educators and students by considering the content and design to suit the needs and characteristics of students. This research aims to develop an inquiry-based Indonesian language learning model that is viewed from the aspects of validity, practicality and effectiveness. The research uses research and development methods using the Plomp model which consists of preliminary research, prototypes and assessment. Research findings reveal that the model developed produces high validity seen from the results of expert assessments, while the practicality of the model shows very high results seen from teacher assessments when testing this model. Apart from that, the effectiveness of the model is very effective as seen from the presentation of this model which is clear and well organized, the language used is easy to understand, and the structure of the model is attractive. Overall, this model can be applied well in Indonesian language learning, because it can improve student learning outcomes.
Becoming Mobile Readers-Narratives of Zimbabwean Teenagers’ Mobile Reading Experiences Ivan Bachisi
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.6699

Abstract

This article critically reviews the mobile reading experiences of a group of twenty-three Zimbabwean urban adolescent learners. This paper contends that while mobile reading is a growing mode of literacy development across the world, little is known about the different strategies Zimbabwean adolescent learners have had to employ as they reconfigure and rethink their literacy practices around new reading media like cell phones and tablets. This paper adopts a constructivist approach to trace, document, and analyse the personal narratives of the participants’ mobile reading experiences during their transformational journeys towards becoming active mobile readers. The participants’ voices were captured using task-based evaluative focus group interviews. Through this cooperative collaborative approach, the researcher managed to engage the participants on critical issues surrounding their digital literacy practices, their digital identities, their digital inclusion, and digital exclusion thereof. It was established that the adolescent participants were a digital generation living in a digital age and their reading needs and expectations were ever-growing and ever-changing. The adolescent participants expected their digital reading to be like the rest of their digital lives: quick, uninterrupted, personalised, and smart. Educational practitioners ought not to assume that adolescent learners as digital natives will automatically become successful mobile readers, but rather they should make accommodations for, and teach adolescents the art of digital learning and mobile reading. This paper recommends the scaling up of mobile reading initiatives and research in Zimbabwe so that the mobile reading phenomenon is further demystified.    
Exploring Figurative Language in the Kite Runner Novel: Unveiling Semantic Depths for a Deeper Narrative Understanding Dwi Indarti; Nabhan Ali Fikri; Marsandi Manar
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.7867

Abstract

Figurative language analysis in a novel involves examining the author's use of various literary devices and techniques to enhance the narrative, evoke emotions, and create a deeper understanding of the text. This analysis goes beyond the literal interpretation of words and delves into the layers of meaning and imagery that contribute to the overall richness of the story. The purpose of this study is to seek the types of figurative language found in the novel The Kite Runner written by Khaled Hosseini and to analyze their meanings. The Kite Runner is a historical fiction novel, sets in Afghanistan in the 1970s with the social and political conditions of the Soviet invasion and the rise of the Taliban dictator. Using descriptive qualitative content analysis, this study reveals that there are 72 sentences containing figurative language and there are nine types of figurative language. Those are metaphor (15%), simile (32%), personification and, synecdoche (9%), metonymy (13%), both paradox and symbol (4%), hyperbole (7%), and apostrophe (3%). The findings show that the dominant type of figurative language in the novel The Kite Runner is simile.  This study sheds light on the author of the novel The Kite Runner effective use of figurative language to enhance the narrative, convey emotions and enrich the readers’ experiences. Thus, this paper provides an in-depth analysis of figurative languages found in one of the great historical fictions.
Exploring Digital Literacy Practices in English Language Learning for Secondary Level Students Arif Rahman; Selma Al-Qasri; Wafika Ofara
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8939

Abstract

Integrating digital literacy into the teaching and learning process in ELT (English Language Teaching) classes has become a significant challenge for teachers in the 21st century. Digital literacy has evolved beyond being a mere technical skill; it has fundamentally transformed the way learners approach their education. In response to this shift, many English learners, including secondary school students, now rely heavily on advanced utilities and web-based tools to create and share meaning. This paradigm shift has not only influenced the curriculum for English students at SMA IT Abhur Mataram but has also been guided by the global Digital literacy competency framework set forth by UNESCO. The approach taken in this study employs a graphical representation to subjectively depict the advanced levels of English language learning. It identifies seven key areas of higher education skills that play a crucial role in English learning at Abhu Mataram High School. These areas encompass proficiency in equipment and software, mastery of data and information, effective communication and collaboration, content generation using computers, ensuring online security, problem-solving abilities, and career-related skills. In summary, the digital literacy standards established by UNESCO for the broader digital society can be effectively applied within the context of English language learning. These seven areas of computer skills, which are integral to the learning process at Abhur Islamic School Mataram, are systematically integrated into preparatory, intermediate, and concluding exercises, ensuring a comprehensive and up-to-date approach to English education in the digital age.
Developing English Instructional Materials for Young Learners Oriented to Left and Right Brain Accommodation Nursah Nola Berutu; Margana Margana
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8900

Abstract

The development and formulation of English language learning materials, meticulously tailored to encompass the cognitive processes of both the left and right brain hemispheres, emerge as a matter of profound import in the realm of promoting efficacious language acquisition among Junior High School students. In light of this imperative, the present research endeavors to construct and design English instructional materials with a distinct focus on seventh-grade learners within the Junior High School milieu, with an overarching objective of optimizing left- and right-brain accommodation. The research methodology employed is Research and Development (R&D). The procedural trajectory encompassed writing a syllabus, designing the materials, doing material evaluation, and revising the material draft. In the context of data collection, a twofold approach was undertaken, featuring targeted questionnaires designed to elicit data pertaining to both the students' instructional requisites and their perceived learning needs. This validation is derived from a tripartite evaluation, encompassing data analysis, expert assessment, and student feedback. Expert judgment, indicative of the materials' categorization as falling within the "good" bracket, substantiates the meticulous development process, with an average score of 3.8. Likewise, the evaluation, reflected in an average score of 3.13, corroborates the materials' efficacy in cultivating a conducive learning environment. In summation, this study epitomizes a deliberate and comprehensive endeavor to forge English instructional materials that transcend conventional paradigms by cognizantly accommodating the cognitive dimensions of learners' brains. The harmonious fusion of pedagogical design and cognitive insight, as evinced in the development and evaluation process, advocates for a dynamic shift in instructional material construction to better align with the multifaceted cognitive attributes of students in Junior High Schools.
Exploring EFL Student Teachers’ Experiences on the Roles of Teacher Mentors during Teaching Practicum Ika Rama Suhandra; Soni Ariawan
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8742

Abstract

Teacher mentors play a crucial role in supporting and guiding student teachers during their teaching practicum. While the benefits of teaching practicum and mentorship are well-documented, this qualitative study aims to delve deeper into the experiences of five EFL student teachers to understand the role of  teacher mentor during student teacher practicum. Through in-depth interviews, the research explores the perceptions of student teachers towards the practicum and mentorship. The results reveal that the role of teacher mentors is positively perceived by most of the students, because most of the mentors play a pivotal role in providing guidance and motivation, desiging a lesson plan and giving constructive feedback.  However, some students experienced lack of guidance, support as well as constructive feedback from the teacher mentors. In general, the mentorship aspect is particularly valued, as it offers essential support and professional growth opportunities. However, amidst the positive experiences, the study also uncovers various challenges encountered by student teachers such as lack of class management skill, limited student engagement and active involvement in the learning process, inadequate facilities, limited technology or classroom space and lack of sufficient preparation.

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